LA 






333 

N5T4 



IV1 








■ 



i 







Some Effects of the 
Duplicate Schools 



TAYLOR 



Some Effects of the 
Duplicate Schools 



BY 

JOSEPH S. TAYLOR, Pd. D. 

«* 

District Superintendent of Schools. 



New York 

Published by the Board of Education 

WILLIAM G. WILLCOX, President 
1917. 



Z-/733? 
, /Vs 7> 



Paul Baron 
printer 

176 PARK ROW, NEW YORK 

D. of D. 

NOV 13 1337 



X? 



V 



=N 



TABLE OF CONTENTS. 



CHAPTER I. 

Page 

Effect upon Part-Time and Double Sessions 5 

CHAPTER II. 
Economic Effect : The Cost of Duplication 9 

CHAPTER III. 
Effect upon Academic Studies 13 

CHAPTER IV. 
Effect upon the Curriculum 19 



CHAPTER I. 

THE EFFECT UPON PART-TIME AND DOUBLE 
SESSIONS. 

This is the third of a series of reports the writer has 
published on the Bronx experiment. The first* gave an 
account of the operation of Public School 45 on the 
duplicate plan from March 1 to June 30, 1915. The 
second** discussed the special activities of six schools 
for the year 1915-1916 under these heads: aim, equip- 
ment, course of study, handicaps, and results. The 
present report covers the operation of eleven schools for 
the current year and treats chiefly topics that have not 
previously been touched upon. It does not include the 
entire Bronx situation, but only the schools of the 25th 
and 26th districts, which are under my supervision. Two 
Bronx duplicate schools in district 23 (P. S. 30 and 
P. S. 43) already in operation are omitted. 

Mr. Wirt made his report upon the situation in twelve 
Bronx schools in April, 1915. In January of that year 
these schools had a register of 35,566 children, 13,388 of 
whom were on part-time. On April 30, 1917, the register 
of the fourteen schools scheduled in the reorganization 
program of the district (including two new schools whose 
registers were derived from the original twelve), was 
40,909; and the part-time was 6,090. The following 
table gives the facts in detail : 



* A Report on the Gary Experiment in New York City, Educational 
Review, January, 1916. 

** Duplicate Schools in The Bronx, Published by the Board of 
Education, 1916. 



6 
Table I. Register and Part-time. 





Register 


Register 


Part-time 


Part-time 


Schools 


Jan. 30, 1915 


Apr. 30, 1917 


Jan 30, 1915 


Apr. 30, 1917 


2 


2735 


2416 






4 


3987 


3687 


2565 


1535 


5 


1381 


1195 






6 


1724 


2297 


218 




28 


3212 


3096 


1142 




32 


2792 


3773 


1367 


2815 


40 


4570 


3573 


2746 


1740 


42 


3249 


3048 


1196 




44 


3256 


2929 


1463 




45 


3065 


3314 


1250 




50 


2906 


2958 


1441 




53 


2689 


2811 







54 


............ 


3238 







55 




2574 









35,566 


40,909 


13,388 


6.090 



The above exhibit, however, does not tell the whole 
story of accomplishment in part-time reduction. A few 
years ago the Board of Education applied the ostrich's 
remedy for trouble by enacting a law which declares that 
four hours of instruction shall constitute a full day for 
first-grade children. Since then "full" time in New York 
has meant four hours in the first year and five hours in 
the remaining elementary grades (kindergarten excepted). 
"Part-time" means four hours or less in grades above the 
first. In the part-time shown by Table I the first grade 
children are not included. The following table supplies 
information concerning these: 



Table II. First-year Children on a Four-hour Day. 



School 


Jan. 


30, 1915 


Apr. 


30, 1917 




classes 


children 


classes 


children 


2 


11 


548 






4 


13 


644 


13 


553 


5 


6 


302 







6 


7 


303 


8 


358 


28 


10 


451 


2 


83 (Annex) 


32 


14 


691 


16 


786 


40 


12 


600 


9 


381 


42 


5 


317 


...... 


~.™ 


44 


11 


492 






45 


11 


514 






50 


13 


640 


11 


471 


53 


9 


441 


9 


361 


54 






3 


169 


55 


.._. 


— 


„..„ 


— 


TVal 


122 


5,943 


71 


3,162 



In 6, 50, 53, and 54 the first-year children (or some 
of them) do not go to the auditorium; and as they 
have no shop assignment, their school day at present is 
less than five hours, though in some cases more than four. 

In order to distinguish the statistics of first-year chil- 
dren from those of the remaining grades, I shall use the 
term "short-time." This designation will be understood 
to mean children who have less than five hours of instruc- 
tion, but who are not technically on "part-time" because 
a by-law says four hours is full time for them. 

From Table II we learn that duplication has reduced 
the number of short-time pupils from 5,943 to 3,162. 
The difference is 2,781. If we add the short-time chil- 
dren to the part-time children in Table I we shall have 
these results: 



Table III. Summary of Part-time and Short-time. 





Jan. 30, 1915 


Apr. 30, 1917 


Part-time 
Short-time 


13,388 
5,943 


6,090 
3,162 


Total 


19,331 


9,252 



The difference is 10,079. Before reorganization the 
twelve schools had 25,073 sittings and 35,566 on register. 
They should normally, therefore , have had 20,000 chil- 
dren on part-time and short-time. They actually reported 
only 19,331 such children because many of our class- 
rooms were crowded beyond their capacity. At present 
the fourteen schools have 9,252 on part-time and short- 
time. 

The following table shows in detail the extent to 
which the duplication of the schools has reduced part- 
time and short-time: 

Table IV. Summary of Part-time and Short-time Reduction. 

Increase of register in two years 5.343 

Accommodations provided by new schools and annexes 3,819* 

Net increase still to be provided for 1,254 

Part-time that would have resulted from a net increase 

of 1,524 in register (about) _. 3.000 

Part-time and short-time on Jan. 30, 1915 - 19,331 

Total part-time and short-time we should have had at 

present under old conditions _ _ 22.331 

Actual part-time and short-time April 30, 1917 9,252 

Reduction of part-time and short-time due to duplication 

of eleven schools 13.079 

In all the reorganized schools part-time has been en- 
tirely eliminated. The three schools which still report 
6,090 part-time children are waiting for their additions, 

♦Derived as follows: New Schools (54=1,574; 65=1, 900) = 3, 474, 
plus Trinity Annex of P. S. 4, (675)=4,149. Deduct 330 for Annex 
of P. S. 2 given up. This leaves a net increase of 3,819. 



which they must have before they can be reorganized. 
The reduction of part-time is 7,298 ; that of short-time, 
2,781. In addition to this the schools have absorbed 
5,343 new children in two years. Allowing for new 
buildings and additions that we should have had even 
if the new system had not been adopted, there remains 
to the credit of the duplicate plan the elimination of 
13,079 part-time and short-time children. 



CHAPTER II. 

ECONOMIC EFFECT: THE COST OF DUPLICATION. 

In a pamphlet containing the report adopted by the 
Board of Estimate and Apportionment on May 18, 1917, 
authorizing $4,659,036 for school building purposes, there 
is included (pp. 38-39) a complete summary of appro- 
priations made up to that time for the purpose of the 
duplicate schools in The Bronx and other boroughs. 
The following table is quoted therefrom: 



Table XII. Appropriations from June 20, 1915, to 
May 18, 1917. 



School 



Sites New Buildings 



Alteration 
and Equip. 



Total 



2 

4 

5 

6 

28 

32 

40 

42 

44 

45 

50 

53 



$40,000 



35,000 
47,500 



160,000 



$180,000 
3,000 



143,750 
120,000 



187,685 



Miscellaneous* 



62,500 



$12,875.12 


$52,875.12 


50,046. 


230,046. 


4,625.33 


7,625.33 


5,621.63 


5,621.63 


10,220.43 


10,220.43 


38,000. 


216,750. 


21,350. 


188,850. 


14,266.80 


14,266.80 


5,877.52 


5,877.52 


10,537.83 


358,222.83** 


3,743.55 


3,743.55 


7,116.39 


69,616.39 


47,989. 


47,989. 



Total 



$345.00 



$634,435 $232,269.60 $1,211,704.60 



* Grading and equipment of Playgrounds for Public Schools 
2, 6, 28, 44, 45, 53. 

** Of this total ?100,000 was appropriated for a large playground 
which is available for neighboring schools as well as for P. S. 45. 
The cost of this playground was only ?91,000. 



10 



Public Schools 4, 32, and 40 have not yet been reorgan- 
ized because their additions, which are to contain the 
required special facilities and new classrooms, have not 
been completed. The addition to Public School 45 is 
approaching completion, but no part of it is available 
for use. The total appropriations for Public Schools 4, 
32, and 40, and the appropriation for the addition and 
site for Public School 45 (as shown in the foregoing 
table) are given below, together with additional funds 
made available by the Board of Estimate and Apportion- 
ment on June 15, 1917, because appropriations previously 
provided were not sufficient to meet increased building 
costs : 

Table V. 



Appropriations 




Total 


P.S. June 25,1915 


Appropriations 


Appropriations 


No. to May 18, 1917 


June 15, 1917 


to Date 


4 $230,046 


$70,000 


$300,046 


32 216,750 


86,935 


303,685 


40 188,850 


90,247 


279,097 


45 (Addition 






& Site 207,685 


20,000 


227,685 


Only) 






$843,331 


$267,182 


$1,110,513 



No part of the amount of $1,110,513 appropriated for 
these four schools has thus far rendered any service for 
us in the administration of the duplicate schools. Hence 
of the total amount appropriated to date ($1,478,886.60), 
which is made up of the appropriations from June 25, 
1915 to May 18, 1917 ($1,211,704.60) plus the appro- 
priations of June 15, 1917 ($267,182), only $368,373.60 
has been provided for the nine schools reorganized with- 
out the need' of new additions.* 



* Two of the eleven duplicate schools are in new buildings which 
had been partly built before the duplicate plan was adopted. 



11 



We have already seen that the part-time and short- 
time reduction effected by the duplicate schools is 13,079, 
which reduction was accomplished by an appropriation 
of $368,373.60. It appears, therefore, that $368,373.60 
is the real cost to date of giving 13,079 children who 
formerly had a four-hour day, a school day of from 5 
to 6Ys hours.* To take 13,079 children off part-time 
in the old way would require about 6,540 sittings, and 
these would cost at the current price of $11,112** per 
classroom unit, at least $1,733,472. Deducting from this 
amount the total appropriation of $368,373 applicable to 
the nine schools, we find that the city has saved $1,365,099 
by the process of duplication; and has at the same time 
provided an enriched curriculum of work, study, and 
play for 30,000 children. 

The $1,110,513 appropriated for the additions to 
Public Schools 4, 32, 40, and 45 will give us four swim- 
ming pools, numerous industrial shops, science labora- 
tories, auditoriums, gymnasiums, and regular classrooms. 
If we had these annexes for use to-day we should be 
able to abolish all the remaining part-time; for the 
duplicate capacity of Public Schools 4, 32, and 40 will 
be 11,382, while the present register of these schools is 
only 11,033. Hence the total appropriation of $1,478,- 
866.60 will secure capacity for 41,000 children. Under 
the old plan of operation we should have had to-day 
29,431 seats. There would then have been 11,500 chil- 
dren to be provided for. To accommodate these at least 
five new schools would be required. These new schools 
would cost more than $2,600,000. By duplication we 
shall have accomplished the task with $1,478,886.60 and 



* See page 8. 
** The latest cost figures for new building accommodating 48 
classes under the old plan are $533,381. 



12 



shall have given all of the children an educational equip- 
ment incomparably superior to anything we could have 
secured with $2,600,000 under the traditional plan. 

The city has made other appropriations for my district 
during the last two years to which no reference has 
been made in the above statement for the reason that the 
funds thus given were not included in the original plan 
of reorganization, but were provided to accommodate 
increase of population. Following are the appropriations 
alluded to: 

May 19, 1916, New School and site at Cotona Ave. 

and 180th St 1 $668,474. 

May 18, 1917, Addition to P. S. 6 235,000. 

May 18, 1917, New School and site at Washington 

Ave. and 180th St 285,541. 



$1,189,015. 



Appropriations for reorganization as shown in 

previous tables 1,478,886.60 



Grand Total. $2,667,901 .60 

The addition and two new schools provided for in 
this table will supply additional accommodations for 
about 5,000 children. As it would have cost approxi- 
mately two million six hundred thousand dollars under 
the old plan, to secure proper accommodations for our 
present register, while $2,667,901.60 applied to the dupli- 
cate system does the same thing and gives us 5,000 
additional sittings, the economy of duplication is clearly 
demonstrated. But the mere mechanical process of 
providing more seats is not the chief advantage of the 
new plan. The educational superiority of these schools, 
as explained in another section of this report.* is even 
more impressive than the financial advantage. 



* See pages 20-24. 



13 



CHAPTER III. 

EFFECT UPON ACADEMIC STUDIES. 

In Table VI are presented the results of a uniform 
graduation test given to the graduating classes in January, 
1917, by the six district superintendents of districts 1, 2, 
3,4,5,6,7,9, Manhattan, and 23, 24, 25 , 26 , Bronx. 
The questions were prepared by a committee of the six 
district superintendents. The papers were rated by the 
teachers under the supervision of principals and after- 
wards filed in the office of the district superintendent. 
The results shown are those of my two districts. Neither 
the principals nor the teachers knew at the time of the 
test that the results would be used for comparative pur- 
poses. In fact, I did not myself have such a use in mind 
at the time. The examination was just the usual one 
that I have employed each term for fifteen years to 
determine the fitness of pupils for graduation. 



14 



TO 




3 




c 


& 


TO 


-u 


•—> 


tr 


- 






J2 c 
O S 



bo 


— 


7" 


u 


J3 


h-1 

n 


TO 

3 


0> 

^3 


O 


T) 


-u 


W 


TO 
t-. 

o 


"3 






O 


H 


o 


0> 


H 


c 


Ml 





o 




U 




fl 


w 


TO 

c 


o 




E 


0) 

0- 






X 


Ml 




W 


<-, 





ja 

TO 

H 



M) 
O 

o 


tNWOHONH 

oor^t-^oooocor^oo 




03 


00<NC5C5lOC500O 
NXNNNCDNOO 


t^ 
t^ 


"to bb 


cot^iccoj>co-*oi 




s 

TO 
M 

o 




1— 1 


T3 

TO 


©t^O COCO-* 05 

r^coi>r^t^cocor^ 


t^ 


d 

S 

o 
O 


t^ O tN 00 CM ^h CO CO 
00O5000000000000 


00 


n, 


(OOOONMHCO 
0005050005050500 


05 
00 




OTjHf~^Ht^©eoC5 

00COiO00cOt"»00CO 


1> 




NNONIOOCCN 

t>OOOOC50000G500 


CO 
00 


* 

"o 
o 
,4 

u 


<ffldQa'faOS 


a 

t 
- 
•- 

> 

< 


1 






15 



a: 

Hi 

o 
c 
a 
u 

< 

o 



CQ 



G 

Ha 

GO 

o 
o 

-G 



3 






^H,Wh4^^'cfiH'd , tfcoHP>^>< 



16 



Table VII. Graduation Test. Summary. 
(Average Percentage of Groups of Schools). 



Subject 


Duplicate 


Regular 


Arithmetic No. 1 


85.3 


80 


Arithmetic No. 2 


74 


68.4 


Spelling 


89 


82.2 


Composition 


84 


80.7 


Reading 


71 


72 


Grammar 


74.1 


74.4 


Total English 


75.7 


75.3 


History 


77 


77.7 


Geography 


77.7 


79.8 




707.8 


690.5 



On the basis of the total number of points scored, the 
duplicate schools are 2.5 per cent, better than the regular 
schools. 

GAIN AND LOSS. 

In the preceding tables we have dealt with resources 
and liabilities. We shall now turn our attention to profit 
and loss. In making up a balance sheet for a business 
corporation the accountant follows the same procedure. 
He compares the net resources at date with the net 
resources of the last balance sheet, and thus determines 
the net profit. It has been a bad year for the business 
of education in New York. At the beginning of the year 
we lost two weeks on account of infantile paralysis. We 
have had the usual religious holidays and contagious 
diseases, but an unusual amount of interruption through 
parades, farming, and various other forms of patriotic 
service. 

In Table VIII are shown the marks obtained in certain 
subjects in classroom examinations during the school year 
1915-16 compared with similar results obtained in 
1916-17. 






17 



a 



os 


IC CN 00»# 

-«#0000O0CNiO<>>CDt- 
OOOOt^t^t-^OOt-t^OO 


© 

00 


<2 

OS 


N0CXNNXNN0O 


OS 
OS 


I- — 

S 

fc< co 

°2 


CNOOHNTfHiO 
O0 0OI>COt>»COl>t^t^ 


CO 


COOOSIO'-h-'^OOCO'-h 

cot^t^r^oooor^r^oo 


CO 


J*5 

=3^ 


LO IC "* t^ co to 

C5 00NONO05 00O 


OS 
00 


g 

g<o 

^2 


00 ■*««!« 

ooooco-*-'#cO'*osco 

OONOXOXCOM 


CO 
00 


bOcs 
O i— i 


CO 

o ■ im cq »-< © o t^ © 

O ■XOOCiOOOOJ 


OS 

© 

OS 


^2 


oocooot^i>-cscokOi> 


os 

00 
CO 


^2 


coi>co»ocNr--ooior^ 

OSOSOSOCSOSOSOSOS 


co 

OS 


^2 


COCN C<1 t^CO CD 

icoo»ococor>-coooco 

CSCSOSOSCSCSCS00CS 


to 

US 
OS 


c 2 

T3 


■*CC COIN Id 

^^iOCC«©o6w50sr>- 

CSO5CSOS0CGSCS00OS 


CO 

CO 
OS 


0? 

^ 2 

OS 


cn co b- N©ifl 
bi>©co©ooeio6-* 

O3OSOSOSCSOSGS00GS 


OS 






V 

fed 
a 
u 

> 

< 






o 




o 






<cffloGafeGffiH 



18 



o 
o 
w 

o 

< 
P 

o 



lOONC^N^ CO 



Tt< lOCN 00 



Mmo^^oo^ooiocoo^doooiiNOHH 

COt^COt^00l>I>c©^-l>t^tXDI>t^t^«O00t>.00 



OtO-i^O. . 

CiC5OOO0©C5i>^ 



OSt^ ■HiONWOHHMON'O 
O5O3OiO5O500O5«O00O5O5 



oo (N <n io co <© ■* co iffliocoooccocoosco 



«o eo cn io lOicoo-* 



<© SO id 00 t^CO 



cNO0I> "* CO ■*© 



<MCO Tt<eN <© 



l> CN ■* lO »d lO -h O 



< « 6 Q H fe O W hh' ^ W i-5 S £ 6 Pl." G^Ph DQ E-i < 



O o 



• •-2 Jj 
t o "S 

£ s i 



-. 


— 




>— 










-a 




a 


=r 




3 




* 


g 




r.O 






e 




C 




•~ 


5 




3 




3J 


a- 






> 


§ 




01 




00 






3 




CBO0 








_aoj 










r^ 




IN 






tfio 


CN 




-a 


a 


CN 


MO 


49 

go 


5. 


»C 


CN 

at» 


■13 CQ 
CO 1 
CD 1 

co «o 

d^ 
J2 © 
«-<s 

^=0 


S 

E 


-1-5 




<a 


o</5 





.2 


i 


6 




o 


& 


*3. 


fe 


3 


ft 


3 




t> 




d 

CD 






■3 


«} 


-3 
9 


A 


-5 

03 



ffi K 



19 

Table IX. Gains and Losses (Points). 

Duplicate Regular 

Gain Loss Gain Loss 

1. 
.7 
2.1 



Reading 


.9 


Spelling 


.5 


Etymology- 


22. 


Mean. & Use 


2.3 


Grammar 




Arithmetic 


.3 



1.7 



1.3 



Total 26.0 .3 1.7 5.1 

Table IX summarizes the comparison. Here we see 
that the duplicate schools have made progress in five 
subjects and suffered a slight loss in one; while the 
regular schools show gain in one subject and loss in five. 
Only nine of the eleven duplicate schools are considered 
in this comparison because two of the eleven were not in 
existence last year. Eight of the nine were regular 
schools at the time of last year's survey. We have here 
therefore the first statistical evidence as to the effect 
of duplicating these nine schools. The net gain of the 
duplicate schools in English and arithmetic is 25.7 points, 
while the net loss of the regular schools in the same 
items is 3.4 points. 

CHAPTER IV. 

EFFECT UPON THE CURRICULUM. 

Each school has play facilities for all children and has 
been giving to them as a matter of course practically all 
the physical training which the new Welsh law now 
requires for all the children of the State from the third 
year up. Each school has an auditorium where the class- 
room lessons are supplemented' by lantern slide, moving 
picture, lecture, music , dramatics , and other exercises. 
In addition to these features, we have an extensive 
enrichment of the curriculum which is exhibited in the 
following table : 



20 



Table X. Special Activities. 







Schools 




Subjects 










2 


5 
X 


6 
X 


28 
X 


42 
X 


44 
X 


45 
X 


50 
X 


53 
X 


54 

X 


55 


Auditorium 


X 


X 


Drawing 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


Nature study 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


Sewing 


X 
X 
X 


X 
X 
X 


X 
X 
X 


X 
X 
X 


X 
X 
X 


X 
X 
X 


X 
X 
X 


X 
X 

X 


X 
X 

X 


X 
X 
X 


X 


Music 


X 


Plav and phys. tr. . . 


X 


Science 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


Domestic science . . . 




X 


X 


X 


X 


X 


X 


X 


X 


X 


X 


Library 




X 


X 




X 


X 




X 


X 


X 


X 


Manual training. . . . 




X 


X 


X 


X 


X 


X 


X 




X 




Commercial 






X 


X 


X 


X 




X 


X 


X 


X 


Printing 








X 


X 


X 


X 








X 


Millinery 














X 






X 


X 


Dressmaking 














X 






X 


X 


Woodworking 


X 
















X 




X 


Sheet metal 


















X 


X 


X 


Trade drawing 










X 










X 


X 


Carpenter shop 














X 










Steam and gas fitting 




















X 




Machine shop 










X 














Pottery 














X 










Book-binding 
















X 








Spanish 




















X 


X 


German. . .* 










X 




X 
X 






X 


X 


French 




Farming 




Biology 




















X 


X 


Pattern making and 
























cabinet 






















X 


Home-making 


X 




11 


11 


15 


12 


X 
17 


12 


12 


19 




Total 


9 


10 


20 



The changes in equipment are indicated in Table XI, 
which shows the number of rooms in the eleven schools 
that were devoted to the several activities before and 
after reorganization. In some cases the equipment is 
meagre, but in all cases we have the room, and with a 
little more time we shall improve the equipment where 
it is defective. 






21 



e 

a 
'3 

w 



X 



02 


1- 1 




(N 




■ 0> 




os 




H 




In 

Or 1 




CO 


4) — 
CQ O 




a 


s 

o 


IV 

< 


iHHCOCCHN^COCOiN 


o 


■ oj 

CQ O 




o 

r-l 


g 

o 
o 
O 


3 




CO 
1— 1 




cq o 


HHINHHrtH 


00 


3 

-4-3 




,_H,_ )r H,-<<N<N'-<<N04^'-i 


iO 


i 05 
<U 1- 
CQ O 




o 


> 

02 


S-i 

e 

3 


^H 1— 1 1— 1 !N 1— 1 »-H i— 1 T-H i— 1 1— 1 


>— 1 


■ V 

CQ O 




- 


g 
> 




-t-3 


<N i-i — i CO <N Ol <N (M (N <M 


OS 


1 

CQ O 


1 


■* 




■-i 




1—1 


i <x> 

««2 


~ 


- 


[0C 


npg 




o 



22 



Public Schools 54 and 55 had been planned before the 
duplicate school was introduced into the district. Three 
kitchens had been planned for each of these schools; but 
the kitchens were not used until the schools opened 
under the duplicate plan. In each school one of the three 
kitchens has been converted into a library. Similar re- 
marks apply to the manual training shops in these schools, 
with this difference, that when the schools opened the 
shops were still unequipped ; so that I am crediting in 
the table only those that finally became woodwork shops. 

In the matter of gymnasiums an explanation is needed. 
In the duplicate schools we do formal gymnastic work 
with apparatus in the covered playgrounds. These yards 
are therefore in a real sense gymnasiums, and I am so 
crediting them. 

The increase of facilities in terms of equipment may 
be summarized thus : 

Table XII. Summary of Equipment. 

From To 

Special Activities and Equipment never before had 36* 

Drawing and Music Studios 5 30 

Sewing Rooms ... - 1 1 1 

Nature Laboratories . 15 

Cooking Rooms - _ 8 13 

Gymnasiums . ~ 10 20 

Manual Training Shops :. 11 13 

Science _ 9 12 

Total ._ _ 44 150 

Per cent, increase 240 

In terms of the number of pupils who profit in the 
course of a year from these activities, the increase is 
shown in the following table : 



* Derived as follows : Commercial 8 ; Printing 5 ; Millinary 3 

Sheet-metal 3 ; Library 8 ; Carpenter 1 ; Steam and Gas 1 

Machine 1 ; Pottery 1 ; Book-binding 1 ; Garden 1 ; Farming 1 
Dressmaking 2=36. 



23 



Table XIII. Showing the Number of Children Receiving 
Instruction Before and After Reorganization. 

From To 

Auditorium 10,741 26,487 

Nature Study 1 7,281 20,678 

Play 17,024 28,347 

Science - 2,766 6,938 

Domestic Science 3,054 4,264 

Library - 8,123 

Manual Training - 3,044 3,634 

Comme rcial 4,41 8 

Printing .. 1,067 

Millinarv 924 

Dressmaking 805 

Woodworking 1,204 

Sheet Metal 928 

Trade Drawing 1,669 

Carpenter Shop.- . - 144 

Steam & Gas Fitting 501 

Machine Shop 315 

Pottery 144 

Book-binding 400 

Spanish 548 

German 523 1 ,341 

French 164 

Farming 380 

Biology _ 437 

Metal Shop 240 

Homemaking 208 

Total 54,433 114,308 

Per cent, increase* 110 

Classifying the special activities into industrial and 
miscellaneous, we see by the following tables in still 
another form what the duplicate school has done for 
Bronx children : 



* But even these figures do not tell the whole story. For Instance, 
the 10,741 children who formerly had auditorium exercises had only 
fifteen minutes a day of such work; but the 26,487 who now go to 
the auditorium have an entire period (forty or fifty minutes) each 
day. Science work formerly was limited to boys of the seventh and 
eighth years ; now both boys and girls receive such instruction In 
some schools from the fifth year up. Domestic science and manual 
training were given only to children of the seventh and eighth 
grades (In a few cases to sixth-year children) : now children from 
the fifth year up in some schools receive such instruction. The 
17,024 children who formerly played in school went to the yard for 
fifteen or twenty minutes a day in charge of class teachers ; the 
28,347 who now play have an entire period and are In charge of 
specialists in play and physical training. 



24 



Table XIV. Showing the Number of Children Receiving 

Industrial Experience, Who Had No Such Opportunity 

Before Reorganization. 

Industries for girls only 3, 147 

Industries for boys only 5,971 

Industries for both boys and girls- 6,029 

Total 1 5, 1 47 

Table XV. Showing Miscellaneous Subjects In Which 

Children Receive Instruction Not Given To Them 

Before Reorganization. 

Library work 8,123 

Foreign languages 1,530 

Science and Nature 8,006 

Auditorium - 15,746 

Total 33,405 



CONCLUSION. 

Such, then, are the effects of duplicating eleven Bronx 
schools ; viz. : 

1. Reduction of part-time and short-time by 13,079. 

2. Cost to date of the above reduction of part-time 
and short-time, $368,373.60. 

3. Not only, according to these tests, did the academic 
subjects suffer no harm, but they improved apparently 
as a result of the change, the duplicate schools showing 
in these subjects both higher percentages than the regular 
schools and greater progress during the year. 

4. The duplicate schools have enriched the curriculum 
by providing play and auditorium exercises for practically 
all the children, and by so increasing the facilities for 
special work in shops, studios, and laboratories that 
15,147 children are receiving industrial experience who 
had no such opportunities before, and 8,123 children are 
having library training where none had it before. 







.-■■■*-■■'■ 

HSR : ''■:. ' 

■■■."•--''■■■ ! •''■'■ : 
■■•■.■■■'■. -.■,■■'••■ . 

.'■': -V ■'""■' : '■■■ ' 



'.■/■'.■'.;■-.■'"■ 




■■■•'■■■■...■■''■. :■'■ " ■■■ 

-■-'''-.•''-:■-■■'■ 

'•'' : '.-•.'.■'■'''■■'■'. ' 
•■'-•'•-''■'■ , - -:' ■':■ 

:'■'.■.••—■■-.■■■•'■■■■■'•■' 

'-' ■.■"•■■'• .■■■■•■■■>.■''■•'■■■■ • 
-'■•'■■■■...■.'--■•■■■■■... 

■HI ■ '.V' -,''.;-'•"■ ■.. 




"■' I '''-';■■'''■ Hi ■■• 



BRKSSg 




■/•''■'■"'.•"'■•■■•.• 
:-■''■.■■:■•■.•■■ 

■:■.■■■.■ i " • 






, ; ";vy. 



i «•■■• 



LIBRARY OF CONGRESS 



llll! Mil 1111 III llll; llll! I II 



022 118 189 A 



